Creative Problem Solving Research Articles

디자인 씽킹 프로세스를 적용한 디자인 프로젝트 수업 모형연구

In order to lay the theoretical foundation for a systematic education program on the social responsibility and role of design, this study developed a teaching model that applied a project-based design thinking process for solving human-centered social problems to the “Design and Ethics” course, which is a basic major class in the Department of Design at a four-year university in Gyeonggi-do. The project teaching method consisted of five stages: frame a question, gather inspiration, generate ideas, prototype, test to learn, and improvement of the design thinking process. The results of the class showed positive learning satisfaction in terms of learning comprehension, creative thinking, and problem-solving ability, and it was an opportunity to experience a human-centered problem-solving process. The systematic curriculum on the social responsibility and role of design was organized to effectively utilize specialized technology as a means for solving human social problems, and it is significant in that it met the demand for education of the times, which includes sharing various perspectives through team project classes and cultivating a new creative problemsolving skills. In the future, it is hoped that it will develop into a practical social design education program by linking it with multidisciplinary convergence, government agencies, private companies, and social enterprises.

Pengggunaan Metode Creative Problem Solving Dalam Meningkatkan Kemampuan Berpikir Kritis Bagi Siswa Pada Pembelajaran IPA

Students' lack of critical thinking abilities is a result of a learning process that is still teacher-centered and provides them with little opportunities to participate. The study's goal is to determine whether the Creative Problem Solving learning paradigm may improve the critical thinking abilities and the scientific learning outcomes of Class V students at SD Muhammadiyah Tempirai in the North Penukal District of the PALI Regency. Twenty students were watched and given self-reflection tasks as part of this research. Interviews, questionnaires, and tests were used to compile data on improvements in scientific literacy and critical thinking. The data was analyzed using descriptive statistics. The improvement in markers of learning activities from excellent to very good shows that the CSP learning approach may enhance the efficiency of the learning process. Students' scores on assessments of their critical thinking abilities improved from 77.75 (good) to 81.5 (very excellent), demonstrating that the CSP learning approach is effective in fostering growth in this area.

Creative Problem-Solving in K to 12 Physics Classroom on STEM Strand

Creativity is an important skill to be developed in STEM education and is also needed for economic development. Hence, this study identified and described the instructional practices of Physics teachers that foster creativity in problem-solving in Physics classrooms and their students creativity as influenced by these practices. Using a descriptive case study, classroom observation, semi-structured interviews, and document analysis were initiated from the purposive sample of six cases of Physics teachers. Thematic analysis revealed that the teacher participants foster creativity in problem-solving through constructivist-oriented and student-directed learning activities. The descriptive statistics further revealed that Creative Problem-Solving v6.1TM stages were moderately observed. Assessment of the students' learning outputs uncovered that relevance, effectiveness, problematization, and elegance were the criteria that were highlighted in all cases. In conclusion, the instructional practices and their extent of alignment to CPS v6.1TM can influence the level of creativity in problem-solving. Implications and recommendations were also discussed.

Experiential workshop on innovative teaching methods to improve palliative care education.

Introduction: To improve the knowledge, skills, and attitudes of healthcare providers for delivering quality generic palliative care, innovation in palliative care education and empowerment of the teaching staff are key.
 Context for the workshop: The World Health Organization states that “Palliative care improves the quality of life of patients and that of their families who are facing challenges associated with life-threatening illness, whether physical, psychological, social or spiritual. The quality of life of caregivers improves as well.”. Per definition palliative care is patient-centred integrated care. Or at least it should be.
 International research shows that nurses (and other healthcare providers) lack core competencies to deal with palliative care situations adequately. One of the underlying reasons is that the possibilities for practical internship in palliative care are limited and that there are few options for gaining bed-side practical experience with regard to supporting patients during the dying phase. Another cause is that the knowledge, skills and attitudes of nurse educators to teach something something as complex as palliative care are not sufficiently developed.
 In a participatory approach four European institutes for higher education (KAMK (Finland), UnitBv (Romania), Howest (Belgium), PMU (Austria)), a hospice (Casa Speranţei Braşov, Romania), and the European Association for Palliative Care joined forces to support teaching staff and build up their capabilities. Funded by the Erasmus+ KA203 programme the NursEduPal@Euro partnership developed innovative, attractive and immersive ways to train palliative care core competencies as an important step to improve the quality of palliative nursing education.
 Objective, structure and targeted audience of the workshop: During the 5 topics of the workshop, the NursEduPal@Euro team provides an inspiring experience with less traditional teaching methods for the participants. Starting from core competencies that bachelor degree nurses need to acquire to enable them to provide generalist palliative care, an immersive demonstration is given of innovative educational tools suited to accomplish the acquisition of those competencies. The input for all methodologies is a golden standard case telling the story of Maggie and Ben, an elderly couple that is dealing with issues of chronic disease, informal care giving and the end of life. The objective of the workshop is to promote the use of the demonstrated tools in palliative care education of (future) healthcare providers throughout Europe.
 The 90-min workshop consists of the following parts: (1) Introduction of the NursEduPal@Euro project and the core competencies in palliative care (10 min), (2) Engage in design thinking to creative complex problem solving (20 min), (3) The game is on: a taste of a serious educational escape game (25 min), (4) Experience the strength of simulation as a learning tool (25 min), (5) Evaluation of the workshop by the audience with an online tool, directions on how to freely access the learning tools, and closing remarks (10 min).
 Anyone interested in education is welcome: we are not only addressing the teaching staff of educational institutions, but also educators who are committed to promoting lifelong learning for the healthcare workforce.

Development of Natural Disaster Mitigation LKPD Based on PJBL-STEM Assisted by Micro: Bit to Increase Self Awareness and Creative Problem Solving

This research aims to validate the PJBL-STEM-based natural disaster mitigation worksheet assisted by Micro: bit that has been developed. Validation was carried out by three experts, two of whom were academic experts in the field of education, and the other person was a teacher as a practitioner expert. The validation results show that the worksheet developed is very valid. The content validity of the worksheet obtained an average validity percentage weight of 89.1%, which was categorized as very valid; this shows the vital relevance of the content to learning objectives related to mitigating natural disasters due to global warming. The validity of the language aspect obtained an average weighted percentage of validity of 89.6%, which is categorized as very valid and shows excellent language quality and communication skills. Finally, the media and design's validity consists of cover and content aspects. The cover design received an average validity percentage of 93.5%, and the content design obtained an average validity percentage of 91.7%, so both are categorized as very valid. This confirms that the design of the worksheet, both the cover and the presentation of the contents, is perfect. These findings highlight that these worksheets maintain high-quality content, language, and design standards.

Climbing Back into a Canoe in Deep Water

Academic measurement, including formative and summative testing, but especially standardized testing, in public schools is often considered the acid test of students’ skill development by provincial educational governing bodies. The article examines the characteristics and impacts of standardized tests. The article suggests that some degree of creative problem solving is necessary to deal with the failures. In the article, the author identifies many skills schools never seem to test and ask why from a critical perspective. Finally, she suggests ways teachers might counter the negative effects of what is missing from academic assessments.

Validity of a Physics E-Module Based on Creative Problem Solving Model Integrated With Renewable Energy

E-modules are one of the teaching materials that can support the goals of an independent curriculum because with e-modules students can learn easily, can be accessed anywhere and at any time. The CPS model can train students to be skilled and creative in solving problems. One of the characteristics that needs to be integrated in teaching materials is energy saving. The aim of the research is to produce e-modules that meet the criteria of being feasible, practical and effective in improving student learning outcomes. This e-module was developed through research and development using the EDR (Educational Design Research) model with the following stages: analysis and exploration, design and construction, and evaluation and reflection. The Physics E-Module was developed for Work and Energy material which was developed based on Creative Problem Solving steps. Then this e-module also contains information about renewable energy and several energy saving invitations to students. The physics e-module that was developed met the very valid criteria, with detailed scores: 87.5 for the content suitability category, 87.5 for the e-module presentation category, 95.45 for the graphics category, and 91.67 for the language category. Thus, the physics e-module received a very valid assessment for all validation categories.

Instructional level moderation at improving numerical literacy skills through creative problem-solving learning models

Background: In today's ever-changing landscape, students need strong numerical literacy skills to navigate life's complexities. Recognizing that students come with various learning capabilities, often referred to as "instructional levels," educators must think outside the box when it comes to teaching methods.Aim: This study aims to 1) gauge whether creative problem solving (CPS) or scientific learning is more effective in enhancing the numerical literacy skills of MA students; 2) assess the difference in the numerical literacy progress among MA students categorized at independent, instructional, and frustration levels; and 3) explore the interplay between teaching methods and instructional levels on students’ numerical literacy development.Method: Conducted as an experimental study, this research employs a 3x2 factorial design. Participants include students from Class X IPA at MAN 2 Serang. To collect data, we used tests focused on numerical literacy as well as assessments to categorize instructional levels. A two-way ANOVA serves as the statistical approach to test our hypotheses.Result: 1) MA students exposed to the CPS method showed greater improvements in their numerical literacy skills than those who engaged in scientific learning; 2) A noticeable variance exists in the growth of numerical literacy skills among MA students at independent, instructional, and frustration levels; 3) An interaction effect was identified between the chosen teaching method and the instructional level in shaping the numerical literacy skills of MA students.Conclusion: The study concludes that creative problem-solving is more potent than scientific learning in elevating the numerical literacy of MA students. Furthermore, instructional levels play a crucial role in this improvement. A synergistic effect between the teaching approach and instructional level was also found to influence the numerical literacy outcomes.

Experiences, Benefits, and Challenges of Virtual Teamwork for Public Libraries in the US Midwest during the COVID-19 Pandemic

Experiences, Benefits, and Challenges of Virtual Teamwork for Public Libraries in the US Midwest during the COVID-19 Pandemic

An application of creative problem-solving approach in forming public management competencies

Modern bureaucratic competencies, such as creativity, innovative problem-solving, and critical thinking, have become essential in contemporary public management due to complex challenges in a wide range of areas, including the economy, social welfare, and the environment. This has led to a greater focus on developing these competencies, through innovative methods like creative problem-solving (CPS) in the training of public management specialists. The aim of this study is to identify specific competencies among public management professionals that can be cultivated through the CPS approach and to explore the critical conditions for its successful implementation. The analysis was conducted at the Military Academy of Lithuania, where CPS techniques have been consistently integrated into public management-related subjects for several years, forming a stable foundation for the in-depth investigation. First, the study examines Lithuania’s legal framework for public management and public management education to implement CPS. Second, a qualitative data analysis of open-ended feedback (n = 199) highlights practical application. The findings reveal that the Lithuanian legal context underscores the importance of fostering creativity and innovation among public managers. Furthermore, the practical integration of CPS into public management curricula promotes modern bureaucratic qualities such as teamwork, critical thinking, problem-solving, creativity, innovation, and leadership. However, effective CPS implementation requires additional curriculum time, a supportive and creative learning environment, and strong teacher and student commitment. These findings underscore CPS’s potential as a valuable tool for cultivating public management competencies. Acknowledgment The study is financed from the funds of the study-supporting project “Research on the Management of Security and Defense Institutions of Small States” (General Jonas Žemaitis Lithuanian Military Academy, 2020-12-17, No. V-828).

Enhancing Learning Outcomes: A Study on the Development of Higher Order Thinking Skills based Evaluation Instruments for Work and Energy in High School Physics

This study aimed to enhance student learning outcomes in the field of work and energy within senior high schools through the development of evaluation instruments based on higher-order thinking skills (HOTS). Higher-order thinking encompasses advanced cognitive abilities such as analysis, evaluation, and creative problem-solving. The evaluation instrument created was meticulously designed to encourage students to think critically, solve intricate problems, and apply physics principles to real-world scenarios. The research methodology employed the development research approach. The instrument development process comprised several stages, including needs analysis, instrument design, validation, and revision. To ensure the instrument's precision and validity, experts in physics education and educational evaluation actively participated in the validation process. The resulting evaluation instrument included a combination of multiple-choice questions and open-ended responses. Students underwent assessment using this instrument following their study of work and energy. Evaluation data were subsequently analyzed through both quantitative and qualitative methods. The outcomes demonstrated a significant improvement in student learning achievements concerning work and energy when using evaluation instruments founded on higher-order thinking. Students who utilized this instrument exhibited superior critical thinking skills, enhanced problem-solving abilities, and an improved capacity to apply physics concepts in real-life situations. This study provides invaluable recommendations for educators and curriculum developers, advocating for the adoption of higher-order thinking-based evaluation instruments in high school physics education. Such an approach has the potential to bolster students' higher-order thinking capabilities and augment their learning outcomes in the context of work and energy. In summary, the successful development and validation of the HOTS based evaluation instrument for 10th-grade high school physics students studying work and energy attest to its viability. Rigorous evaluations from both subject matter experts and media specialists consistently affirmed its suitability across diverse aspects, encompassing appearance, content, and language. Educators, who play a pivotal role in instrument implementation, lauded its effectiveness in teaching work and energy concepts. Positive feedback from students, the primary beneficiaries of this evaluation instrument, underscores its widespread acceptance and appropriateness. In sum, this research underscores the instrument's strong validity and practicality for evaluating students' grasp and application of work and energy principles in high school physics, endorsing its capacity to augment learning outcomes.

Dynamic Ambidexterity, Organizational Culture, and Psychological Well-Being: A New Direction Toward Problem-Solving Creativity

Purpose: The organizational environment changes dynamically, sometimes beneficially and sometimes not. When the situation is uncertain and decisions must be made quickly, problem-solving creativity becomes crucial. This study aimed to empirically determine the effect of dynamic ambidexterity and organizational culture on problem-solving creativity by moderating psychological well-being variables with or without moderation. Design/methodology/approach: This research was conducted at businesses in the Yogyakarta area, with 300 employees as a sample. The data was obtained by distributing questionnaires online. The collected data is then processed with SPSS to test the validity, reliability, and descriptive analysis for each research variable. Meanwhile, SEM analyses the causal relationship according to the proposed hypothesis. Findings: The results show that dynamic ambidexterity and organizational culture significantly affect problem-solving creativity. Analysis of causal relationships involving moderating psychological well-being variables moderates the negative influence of dynamic ambidexterity and organizational culture on problem-solving creativity. Conclusion: The moderating variable of Psychological Welfare weakens the influence of Dynamic Ambidextrous Organizational Culture on Problem Solving Creativity. This conclusion provides implications for practical policies regarding the empirical role of Dynamic Ambidextrous Dynamics, Organizational Culture, and Psychological Welfare in efforts to strengthen Problem-Solving Creativity owned by employees.

Time course of EEG power during creative problem-solving with insight or remote thinking.

Problem-solving often requires creativity and is critical in everyday life. However, the neurocognitive mechanisms underlying creative problem-solving remain poorly understood. Two mechanisms have been highlighted: the formation of new connections among problem elements and insight solving, characterized by sudden realization of a solution. In this study, we investigated EEG activity during a modified version of the remote associates test, a classical insight problem task that requires finding a word connecting three unrelated words. This allowed us to explore the brain correlates associated with the semantic remoteness of connections (by varying the remoteness of the solution word across trials) and with insight solving (identified as a Eurêka moment reported by the participants). Semantic remoteness was associated with power increase in the alpha band (8-12 Hz) in a left parieto-temporal cluster, the beta band (13-30 Hz) in a right fronto-temporal cluster in the early phase of the task, and the theta band (3-7 Hz) in a bilateral frontal cluster just prior to participants' responses. Insight solving was associated with power increase preceding participants' responses in the alpha and gamma (31-60 Hz) bands in a left temporal cluster and the theta band in a frontal cluster. Source reconstructions revealed the brain regions associated with these clusters. Overall, our findings shed new light on some of the mechanisms involved in creative problem-solving.

Preparing students for the future: multidisciplinary perspectives on pedagogical activities and their spatial embeddedness

ABSTRACTTo implement educational transformations that prepare young people for the future society, it is valuable to deepen scientific understanding of socio-cultural, psychic, and physical aspects of learning environments. Towards that end, in this case study we examined educators’ and construction specialists’ perceptions of pedagogical activities and how design of physical learning environments intends to reciprocally support those activities in the context of constructing a new school building during the national renewal of general upper secondary schools in Finland. The study relied on multidisciplinary interviews (n = 22), observations and outcomes of participatory workshops, teachers’ free-form notes on benchmarking visits to recently occupied learning environments, and the operational requirements and goals that architects had prepared for the new building. Our analysis resulted in a framework comprising spatio-pedagogically interrelated themes of collaboration and community building, teaching and learning transversal competencies, supporting students’ wellbeing and inclusion, and digital instruments and technologies in support of teaching and learning. The results appear to indicate that pedagogical activities and their spatial embeddedness would have interrelations when constructing new learning environments that aim at collaborative knowledge creation, creative problem-solving, and teaching practices that build on the learners’ knowledge and active roles in learning.

The Effectiveness of the PhET-Assisted Creative Problem Solving Model on Students' Creative Thinking Abilities and Cognitive Learning Outcomes

This research aims to determine the effectiveness of the PhET-assisted creative problem solving model on creative thinking abilities and student learning outcomes in vibration, wave and sound materials. In this research, the samples taken were determined based on the characteristics of the two classes which were almost the same (homogeneous). The characteristics used are the average UAS scores of two classes which are close to the same and the science teacher who teaches in the same class. The sample chosen was class VIII with class A as the control class and class B as the experimental class with a total of 16 students in each class. This research uses an experimental method with a nonequivalent control group design. Data on students' cognitive learning outcomes were taken using a test method in the form of 15 multiple choice questions, while students' creative thinking abilities used a test method in the form of 5 descriptive questions which had been tested for validity and reliability with a significance level of 5%, resulting in rcount rtable. Research data was obtained from pretest-posttest scores and analyzed using the MANCOVA statistical test. The results of the multivariate analysis show that the sig value is 0.05, namely 0.001 0.005, which means that there is a significant influence. The N-gain results show an increase in creative thinking abilities by 56.57% and an increase in students' cognitive learning outcomes by 57.08% which is included in the medium category. Therefore, it can be concluded that the use of the creative problem solving model assisted by PhET significantly increases students' creative thinking abilities compared to conventional learning. In addition, there is a significant increase in the cognitive learning outcomes of students who use this model. The implementation of PhET as an interactive learning tool opens up opportunities for students to understand science concepts in a more in-depth and contextual way. Implications of these findings include increased student engagement, development of innovative learning models, and emphasis on problem-based learning. This research contributes to educational practitioners and researchers in understanding the potential of the PhET-assisted creative problem solving model as a practical approach to improving students' learning outcomes and creative thinking abilities in the context of science learning.

Nothing New Under the Sun?

This article investigates the potential impact of generative artificial intelligence, specifically OpenAI's GPT, on the field of biblical studies, particularly biblical Hebrew. The study is divided into three main categories: (1) knowledge retrieval or language understanding, (2) generative modeling or creative problem solving, and (3) command interpretation or query parsing. Experiments are conducted using OpenAI's GPT, the ETCBC's BHSA dataset, and Text-Fabric Python libraries. Results demonstrate GPT's limitations and proficiencies in biblical Hebrew and its capacity to employ its proficiencies creatively in problem-solving scenarios involving multifaceted forms of reasoning. The study concludes that understanding the capabilities and potential trajectories of these technologies is vital for biblical Hebrew scholarship, as they already possess the capacity to disrupt established scholarly norms and democratize access to advanced tools.

Examining Studio-Based Art Practices as a Means of Fostering Critical Thinking Skills in Young Learners

This study examines how studio-based art practices, such as drawing, painting and sculpture, can be used to foster critical thinking skills in elementary and middle school students. Studio art engages students in hands-on creative problem solving and experimentation. A review of literature on critical thinking skills, visual arts education, and cognitive development in children was conducted. Case studies of art programs that incorporate discussion and reflection were also examined. The research suggests that open-ended art projects that promote student autonomy and require making decisions can boost skills like analysis, interpretation, evaluation and creative problem solving. When combined with self-reflection and group critique, studio art may enhance perspective taking, reasoning ability and abstract thought in young learners. When implemented intentionally to cultivate questioning, exploration and meaning making, studio-based visual art practices show potential as a tool for nurturing critical thinking during foundational school years. Further research is still needed to systematically measure critical thinking outcomes of arts-integrated approaches versus traditional instruction alone. Educators and administrators should consider how critical thinking concepts can be made explicit within art curriculum and instruction in order to leverage the cognitive benefits of studio practice for overall student development.

Office Openess Affects Stress Regulation and Teamwork: A Neurophysiological Field Study

Stimulating and sustaining teamwork can be a strategic asset for an organization. Yet, little has been done to objectively assess how office design affects team performance. We conducted a neuroscience field experiment of employees (N = 96) to examine how different open-office configurations impact three measures of neurophysiologic stress, affect, and creative problem-solving in three existing office configurations that varied in their degree of openness. Physiologic stress was lowest in the most open work setting resulting in higher performance and more rapid post-work physiologic recovery compared to less open configurations. We identified three core factors driving these results: high perceived privacy, a more pleasant ambience, and increased autonomy. This multimodal approach identifies neurophysiologic mechanisms linking office design to team performance.

An Ontology to Formalize a Creative Problem Solving Activity

Our study is set in an educational context: to better teach and assess twenty-first century skills, such as computational thinking or creative problem solving, we propose to formalize a specific activity that involves these competencies. This activity, referred to as #CreaCube, is presented as an open-ended problem which consists of assembling a set of robotic cubes into an autonomous vehicle. We not only anchor our formalization in classical learning science frameworks but we also propose to draw on neuro-cognitive models to describe the observed behaviors of learners engaged in this activity. The chosen formalism is symbolic and is aligned on upper ontologies to ensure that the vocabulary is well specified. This allows for a better communication between the summoned research fields, namely learning science, cognitive neuroscience and computational modeling. Beyond this specification purpose, we suggest performing inferences using available reasoners to better guide the analysis of the observables collected during the experiments. This operationalization of a creative problem-solving activity is part of an exploratory research action. In addition, an effective proof of concept is described in this study.

The Influence of Language Attitude and Linguistic Intelligence on Creative Thinking

This research aims to analyze and describe the influence of language attitudes and linguistic intelligence on creative thinking. This research was carried out at MAN 1 Serang City, Banten, Indonesia with a sample of 152 class XI students spread across science, social studies, and religion departments. The research instruments used in this research were questionnaires and tests. This research is correlation research using a quantitative approach and the data analysis technique used in this research is regression. Based on the results of the data analysis, it can be concluded that there is an influence of language attitudes and linguistic intelligence on creative thinking. Simultaneous language attitudes and linguistic intelligence in creative thinking are a strong synergy. They serve as tools that can stimulate and facilitate creative thinking in individuals while enabling them to communicate and collaborate in ways that support the development of innovative ideas and creative problem-solving. The two work together to form a more robust and diverse creative mind.